Double jeopardy! The additive consequences of negative affect on performance-monitoring decrements following traumatic brain injury.

2009 ◽  
Vol 23 (4) ◽  
pp. 433-444 ◽  
Author(s):  
Michael J. Larson ◽  
David A. S. Kaufman ◽  
Ida L. Kellison ◽  
Ilona M. Schmalfuss ◽  
William M. Perlstein
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Negative Affect ◽  
Performance Monitoring ◽  
Double Jeopardy

A-111 Ecological Momentary Assessment of Mood after Moderate to Severe Traumatic Brain Injury

2021 ◽  
Vol 36 (6) ◽  
pp. 1160-1160
Author(s):  
Julianne Wilson ◽  
Amanda R Rabinowitz ◽  
Tessa Hart
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Negative Affect ◽  
Severe Traumatic Brain Injury ◽  
Ecological Momentary Assessment ◽  
Community Dwelling ◽  
Positive And Negative Affect ◽  
Environmental Reward ◽  
Ecological Momentary ◽  
Momentary Assessment

Abstract Objective In persons with moderate–severe traumatic brain injury (msTBI), we compared traditional measures of mood with dynamic measures of affect derived from ecological momentary assessment (EMA), for the purpose of validating the EMA indices and exploring their unique contributions to emotional assessment. Method 23 community-dwelling participants with chronic msTBI were enrolled in a treatment trial for anxiety and/ or depression. At baseline, participants completed the Brief Symptom Inventory-18 Depression and Anxiety subscales (BSI-D, BSI-A) and the Environmental Reward Observation Scale (EROS), a measure of everyday pleasure and reward. EMA data, including the Positive and Negative Affect Scale (PANAS), were collected via smartphone 5 times daily for 7–14 days prior to treatment (M = 8.65; SD = 1.87). Spearman correlations tested associations between baseline BSI-D, BSI-A, and EROS scores with both overall means and temporal variability measures for positive and negative affect (PA, NA). Results Mean PA was significantly correlated with BSI-D (rho −0.60, p < 0.05) and EROS (rho 0.72, p < 0.01). Mean NA and affect variability measures were uncorrelated with baseline scores. NA mean and variability were intercorrelated (rho 0.87, p < 0.001), but this was not the case for PA. Conclusion EMA measures of averaged positive affect showed robust relationships with retrospective measures of depression and environmental reward, providing support for the validity of EMA measures of PA, and for use of the EROS in msTBI. While negative findings must be interpreted with caution, the lack of association of affective variability with retrospective measures suggest a unique role for EMA in examining temporal dynamics of affect.

An intervention to improve coping strategies in adult male prisoners with a history of traumatic brain injury: A pilot randomised clinical trial

2021 ◽  
pp. 026921552199853
Author(s):  
Tracey Mitchell ◽  
Elizabeth du Preez ◽  
Alice Theadom
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Negative Affect ◽  
Coping Strategies ◽  
Psychological Intervention ◽  
Intervention Group ◽  
Wait List ◽  
Post Intervention ◽  
History Of

Objective: To determine whether a psychological intervention improves coping, post-concussion symptoms and decreases in-prison infractions in adult males with a history of traumatic brain injury. Design: A single centre, randomised, wait-list, pilot study. Setting: A high security prison in New Zealand. Subjects: Fifty-five adult male participants who had experienced at least one traumatic brain injury in their lifetime (mean age 37.29 +/−9.81 years). Intervention: A manualised ten session, in-person, group based combined Cognitive Behavioural Therapy /Mindfulness Based Stress Reduction intervention versus wait list control. Main measures: The Negative Affect Repair Questionnaire and Rivermead Post-concussion Symptom Questionnaire were completed at baseline, post-intervention (five weeks) and at 12 week follow up. In-prison misconduct charges and negative file notes were reviewed for the previous five weeks at each assessment time point. Results: There was an improvement in the use of calming and distraction strategies in the intervention group from baseline ( x̄ = 17.38, SD = 3.57) to post-intervention ( x̄ = 18.67, SD = 3.84) and 12-week follow up ( x̄ = 18.13, SD = 2.63). Participants in the intervention group had significantly higher negative affect repair on the calming and distractive strategies subscale following completion of the intervention, compared to wait-list controls ( F = 4.69, P = 0.04) with a moderate effect size (ηp2 = 0.11). Improvements in use of calming and distractive strategies was not sustained at the twelve-week follow-up ( F = 0.87, P = 0.36). There was no-significant improvement on other negative affect subscales or for post-concussion symptoms or decrease in-prison infractions. Conclusion: A manualised psychological intervention may have the potential to facilitate the development of positive coping strategies in prisoners with a history of traumatic brain injury.

scholarly journals Performance Monitoring in Children Following Traumatic Brain Injury Compared to Typically Developing Children

2017 ◽  
Vol 4 ◽  
pp. 2329048X1773271
Author(s):  
Amy A. Wilkinson ◽  
Maureen Dennis ◽  
Margot J. Taylor ◽  
Anne-Marie Guerguerian ◽  
Kathy Boutis ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Performance Monitoring ◽  
Stop Signal ◽  
Stop Signal Task ◽  
Group Differences ◽  
Typically Developing ◽  
Significant Group ◽  
Injury Group ◽  
Traumatic Brain Injury Group

Children with traumatic brain injury are reported to have deficits in performance monitoring, but the mechanisms underlying these deficits are not well understood. Four performance monitoring hypotheses were explored by comparing how 28 children with traumatic brain injury and 28 typically developing controls (matched by age and sex) performed on the stop-signal task. Control children slowed significantly more following incorrect than correct stop-signal trials, fitting the error monitoring hypothesis. In contrast, the traumatic brain injury group showed no performance monitoring difference with trial types, but significant group differences did not emerge, suggesting that children with traumatic brain injury may not perform the same way as controls.

Performance Monitoring and Cognitive Control in Individuals with Mild Traumatic Brain Injury

2012 ◽  
Vol 18 (2) ◽  
pp. 323-333 ◽  
Author(s):  
Michael J. Larson ◽  
Peter E. Clayson ◽  
Thomas J. Farrer
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Cognitive Control ◽  
Mild Traumatic Brain Injury ◽  
Repeated Measures ◽  
Performance Monitoring ◽  
Injury Severity ◽  
Control Process ◽  
Error Rates ◽  
Event Related Potential

AbstractLiterature suggests that individuals with mild traumatic brain injury (mTBI) show subtle abnormalities in the cognitive control process of performance monitoring. The neural bases of performance monitoring can be measured using the error-related negaitivity (ERN) and post-error positivity (Pe) components of the scalp-recorded event-related potential (ERP). Thirty-six individuals with mTBI and 46 demographically similar controls completed a modified color-naming Stroop task while ERPs were recorded. Separate repeated-measures analyses of variance were used to examine the behavioral (response times [RT] and error rates) and ERP (ERN and Pe amplitudes) indices of performance monitoring. Both groups showed slower RTs and increased error rates on incongruent trials relative to congruent trials. Likewise, both groups showed more negative ERN and more positive Pe amplitude to error trials relative to correct trials. Notably, there were no significant main effects or interactions of group for behavioral and ERP measures. Subgroup and correlational analyses with post-concussive symptoms and indices of injury severity were also not significant. Findings suggest comparable performance to non-injured individuals in some aspects of cognitive control in this sample. Neuropsychological implications and comparison with other cognitive control component processes in individuals with TBI are provided. (JINS, 2012, 18, 323–333)

Performance monitoring in children following traumatic brain injury

2009 ◽  
Vol 50 (4) ◽  
pp. 506-513 ◽  
Author(s):  
Tisha J. Ornstein ◽  
Harvey S. Levin ◽  
Shirley Chen ◽  
Gerri Hanten ◽  
Linda Ewing-Cobbs ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Performance Monitoring

Cognitive control constrains memory attributions

2019 ◽  
Vol 42 ◽  
Author(s):  
Colleen M. Kelley ◽  
Larry L. Jacoby
Keyword(s):  
Alzheimer’S Disease ◽  
Older Adults ◽  
Alzheimer's Disease ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Cognitive Control

Abstract Cognitive control constrains retrieval processing and so restricts what comes to mind as input to the attribution system. We review evidence that older adults, patients with Alzheimer's disease, and people with traumatic brain injury exert less cognitive control during retrieval, and so are susceptible to memory misattributions in the form of dramatic levels of false remembering.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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